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AN APPRAISAL OF THE RELATIONSHIP BETWEEN TEACHING METHODS AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is a fundamental pillar of human rights and sustainable development of any nation. It is to be the best legacy any nation can give to her citizenry. The Nigerian National Policy on Education (FRN. 2013) sees education as an instrument par excellence for effective national development. Education is a powerful instrument of change in any nation.

It is an instrument of long-life learning, charged with the responsibility of shaping and refining all other challenges of life. It can also be regarded as a vehicle for transmitting social, economic, political and technological changes and development in a nation. Education in any nation of the world is to produce an intellectually, morally, mentally, spiritually and emotionally sound human person (Okon. Esu and Ekere. 2016).

The development of scientific skills, largely depend on methods of teaching used. Every science teacher is expected to have a clear understanding of the basis for his/her profession. A command of facts of science as well as the ability to encourage and inspire his/her students is vary. No single method is best for all topics and for all teachers and learners. The crucial factor is that teaching should focus more on the needs of the learners. The teacher is required to consider the subject matter, the objectives. facilities and other factors in relation to the learners needs.

Some of the most important needs are the learners' aspirations, which become a reality through knowledge and skills previously acquired in school. Examinations, which are presumed to measure achievement in knowledge and skills, continue to be very poorly performed in many schools in Nigeria. This study therefore drew its inspiration from the need to explain the concept of teacher education; the concept of teaching method and to identify the types of teaching methods used in teaching. The study also attempted to bring to light selecting a teaching method for lesson delivery. Based on the findings.. it was recommended among others that courses that could refresh teachers should be organized to inform them of different types of teaching methods. This should be done with the view of assisting teachers to improve on their instructional strategies. Also, Educational planners should identify supervision of schools and teachers should also avail themselves of the available opportunities to attend in-service training courses, seminars and workshops. They should also cultivate the habit of reading journal articles.

The influence of teaching methods on student academic performance has raised an interest in the field of educational research (Hightower et al., 2011). Thus, researches on teaching and learning methods in diverse subjects have endeavored to find out the extent to which teaching methods are applied and their effect on the students’ academic performance.

The intention of teaching through a particular teaching and learning method in education is to convey effective changes on students’ behavior (Oigara, 2011). Teaching is the duty of attending students’ needs, experiences and feelings so that they acquire particular intended knowledge as a result of the teaching process. Teaching involves using a particular teaching method and creating positive student- teacher relationships that are more likely to have positive effects on student’s performance (Hattie, 2009). The teacher can choose to use teacher-centered methods or student-centered methods in teaching and learning activities for the sake of effective change on students.

The changes in students as a result of learning are determined by the ability of remembering, applying the knowledge and performing well in examinations (Hattie, 2009). That is, they are revealed in the learners’ academic performance. However, the efficiency of the teaching and learning process to bring the intended changes depends on the choice of teaching methods by the teacher.

In other words, the effectiveness and efficiency of teaching methods echoes the results of the teaching-learning activity (Oigara, 2011). Poor performance in Basic Mathematics reflects weaknesses in the methods, which are used in the teaching and learning process. This chapter provides the background to the problem, statement of the problem, objectives of the study, research hypothesis, significance of the study, limitations, delimitations and definitions of some terms.

A good teaching method involves procedures of presenting subject matter and organizing proper teacher-student interaction during the presentation (Muema, 2018). According to Ayeni (2011), effective teaching involves bringing about desirable changes in learners so as to achieve the learning objectives efficiently. The bad choice of method by teachers to facilitate the process of knowledge transmission that does not suit the objectives brings about poor performance of students. This has been common in teaching where teachers apply teacher-centered methods to impart knowledge to the students (Muema, 2018).

The observation from various sources suggests that regular poor academic performance of students in subjects is related to the application of ineffective teaching methods by teachers to impart knowledge to learners (Adunola, 2011). In fact the efficiency in performance indicates the effectiveness of teaching and learning activity, which is reflected by good academic performance of students. In order for the method used in teaching to be effective, Adunola (2011) observed that teachers need to be familiar with student-centered teaching methods that respect the needs of the students. This kind of performance indicates the existence of solicitation of teacher-centered methods in teaching and learning Mathematics (Gafoor, & Kurukkan, 2015). The teacher may decide to apply student- centered or teacher-centered methods in the process of teaching and learning (Adunola, 2011). However, the application of right teaching methods that suit the objectives, leads to effective achievement of the expected learning goals.

The origin of teacher centered learning methods is the traditional era where experts applied teacher-centered methods to impart knowledge to youngsters. The TCL methods involved telling a passive learner who was assumed to be empty headed. The experts thought that individual learners are tabula rasa, being born without mental content within their heads (Duschinsky, 2012).

In addition, teaching methods such as lecturing to learners are not teaching, and listening from experts is not learning. Teacher centered methods are likely to deprive the learners’ level in terms of performance (Okigbo & Osuafor, 2008). However, the choice of the method of teaching may be determined by various factors (Globa, Wakadala, & Bategeka, 2010). Such factors included the characteristics of learners and individual learner’s differences (Haas, 2002). Thus, the performance was also directly or indirectly affected by these factors.

1.2 STATEMENT OF THE PROBLEM

Many methods of teaching exist in education. All the strategies are meant to make teachers succeed in their bid to disseminate knowledge. However, little is considered on some factors that are necessary before selecting the appropriate method. Also the methods used in teaching the young ones are not effective for their teaching and learning and this negates their academic performance. Though teachers with high morale, motivation and a mastery of knowledge, learner difficulties and capacity to facilitate learning are important, correct use of an appropriate teaching method is critical to successful teaching and learning. Knowledge of how teaching methods affect students' learning may help educators to select methods that improve teaching quality, effectiveness, and accountability to learners and the public.  However, little is considered on some factors that are necessary before selecting the appropriate method. Also the methods used in teaching secondary school are not effective for their teaching and learning and this negates their academic performance. On this note the research intends to investigate the relationship between teaching method and academic performance of secondary school students in Karu local government area of Nasarawa state.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the relationship between teaching methods and academic performance of secondary school students.

Specific objectives include;

1. To identify the factors influencing the selection of teaching methods in education.

2. To assess the impact of teaching methods on students' academic performance.

3. To examine the differences in academic outcomes between students taught using laboratory practical approach and those taught using the demonstration method.

1.4 RESEARCH QUESTION

1. What factors should be considered when choosing a teaching method for educational settings?

2. How does the choice of teaching method affect students' academic performance?

3. Are there significant differences in academic performance between students exposed to laboratory practical approach and those taught using the demonstration method?

1.5 RESEARCH HYPOTHESES

Hypothesis 1: The selection of teaching methods is influenced by factors such as student learning styles, subject matter, class size, and available resources.

Hypothesis 2: Teaching methods significantly impact students' academic performance, with certain methods leading to better outcomes compared to others.

Hypothesis 3: Students taught using laboratory practical approaches will demonstrate higher academic performance compared to those taught using the demonstration method.

1.6 SIGNIFICANCE OF THE STUDY

The finding of this study will be of benefit to the teachers, students and curriculum planners. The study critically discusses extensively the relationship between teaching methods on students' academic performance in secondary school. This finding will help the students who have lost hope in doing well in   that all hope is not lost as they can still understand the subject by improvement in teaching methods used by their teachers. The report of this study will go a long way to help the students and teachers to understand the benefit in using two  teaching methods and the qualities of an effective teacher, the study will also help the active teacher, it will guide the government to see the need of employing qualified teachers and retraining of the teachers, the curriculum planners on the planning and development of the curriculum and so on. The teachers will benefit since the study will help them to understand the appropriate methods of teaching to be employed in carrying out their duties. The curriculum planners will get useful information that will enable them to improve in their planning of curriculum. It is hoped that this  study will help the    teachers to make corrections in the method they employed in teaching and learning of students in Nigeria. 

1.7 SCOPE OF THE STUDY

The study investigates the relationship between teaching methods and students' academic performance in secondary schools in Karu local government area of Nasarawa  state. Secondary schools teachers in the public secondary schools in Karu Local Government Area of Nasarawa State will be used.

1.8 LIMITATIONS OF THE STUDY

Limitations of this study include potential constraints in accessing comprehensive data on teaching methods and academic performance due to possible limitations in record-keeping and data availability within Karu LGA, Nasarawa State. Additionally, the study's scope may be limited by the inability to control for external factors that could influence academic performance, such as socioeconomic status or home environment. Furthermore, the study's findings may not be generalizable beyond the specific context of Karu LGA.

1.9 DEFINITION OF TERMS

1. Teaching Methods: Various strategies, techniques, and approaches employed by educators to impart knowledge and facilitate learning among students.

2. Academic Performance: The overall achievement and proficiency demonstrated by students in their academic pursuits, typically measured through grades, test scores, and other assessment criteria.

3. Secondary School Students: Learners enrolled in educational institutions typically catering to adolescents, generally between the ages of 11 to 18, where they pursue secondary education.

4. Appraisal:  A critical evaluation or assessment aimed at understanding, analyzing, and judging the relationship between teaching methods and the academic performance of secondary school students.

5. Relationship: The connection or correlation between two or more variables, in this context, refers to the association between teaching methods employed by educators and the academic performance of secondary school students.

6. Educators:  Professionals responsible for facilitating learning experiences, including teachers, instructors, and educational practitioners involved in delivering instruction and shaping students' academic journeys.

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